Progression from Apprenticeships to HE progression

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Progression from Apprenticeships to HE progression

• Susan Hayday
• Director of workplace learning strategy, fdf
• Madeleine King
• MEG

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During my Craft Apprenticeship I was involved
in manufacturing aircraft parts and now in
computer-based design. Once I have completed my
Higher Apprenticeship, I will have achieved
Professional Engineer status and will have the
choice of working in manufacturing, quality or
design. The Higher Apprenticeship for me is
very different to the Craft Apprenticeship in
that it has more academic content, but because it
is so closely linked with the practical aspects
of my work I am coping well with studying for the
Foundation degree. I aim to progress to a
masters degree while working for Airbus.
Paul
Brotherton
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• "In the past we have taken on graduates straight
  from university into operational roles, but have
  sometimes found that they lack the background
  knowledge, or experience, to effectively lead a
  team. The ICT Foundation degree graduates will be
  different - their existing knowledge of our work
  can be applied in new ways to collective benefit
• Mark Biffin, Apprenticeship Strategy Leader, BT
  Open Reach

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• Foundation degrees have proved a positive
  experience for National Grid, with employees on
  the National Grid Foundation degree programme
  generally progressing faster than graduate
  recruits.
• Steve Holliday, CEO National Grid

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Secrets of success

• Large employer, committed to workforce
  development
• Apprentice aspiration
• Higher level skills
• Well understood progression pathway
  professional status

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fdf / MEG action research

• Action research with MEG colleges Apprentices
  to HE
• Drawing on UVAC research for fdf
  http//www.fdf.ac.uk/downloads/123/20090812154836A
  pprenticeshipProgression.pdf
• 8 colleges sectors in common - Health and
  Social Care / Engineering and Construction /
  Creative and Cultural
• Journal article reference http//www.fdf.ac.uk/do
  wnloads/320/20101116144152KingHayday_issue22.pdf

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Aim of research

• Review what features identified in
  (http//www.fdf.ac.uk/files/ApprenticeshipProgress
  ion.pdf) might feasibly be developed across all
  the identified programmes and agree an action
  plan and timescale including where processes /
  documentation can be developed collaboratively

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Areas of focus

• Views of Apprentices and their employers
• Embedding guidance and HE preparation in Apps
  delivery
• Strengthening progression pathways / progression
  information

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Views of Apps and their employers

• Sector differences
• engineering , business, health and social care
  most interested
• hair and beauty / carpentry and joinery /
  painting and decorating least interested citing
  cost and need for time out of work did not
  associate higher level quals with their career
  ambitions
• Interest in work-based models didnt want to
  interfere with earning

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Embedding guidance and HE preparation in Apps
delivery

• New focus for Apps delivery staff, previously
  only completion, therefore steep learning
  work-based HE, HE skills, available HE, linking
  with HE Depts
• Involved staff training including work-place
  assessors
• Shared resources Aimhigher / Step-in module

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Key messages

• Need for training of Apprenticeship delivery
  staff in HE / HE progression
• Need for well understood and disseminated sector
  progression pathways from Apps linked to both
  specific and generic career progression
• Distributed apprentices therefore challenge of
  appropriate delivery / cohort size

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Activity

• Where Apprenticeship cohorts are drawn from a
  range of small / medium sized employers
• What interventions are possible to inform
  Apprentices and employers about HE progression
  potential?
• What are the challenges in delivering work-based
  HE to such cohorts?

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